EAD 510: Emotional Well-Being in Young ChildrennProfessor: Shawna Lee Section: AA King Campus Office Hours: Mondays 10:40-11:40/2:30-4:30 email:
[email protected] SUBJECT DESCRIPTION: Emotional well being in infancy and early childhood is reflected in key developmental capacities and the kind of primary relationships present in the lives of children from birth through 5. At the core is the ability to: experience a range of feelings about self and others; experience both positive and negative emotions; control and regulate emotions in culturally appropriate ways; and to develop self-confidence and self-worth. The pathway to these capacities is subject to complex transactions of genetic, biological, and psychosocial processes that either hinder or support adaptation at particular points in a child’s development. Students will examine the issue of risk, protective factors, and resiliency in child development. This is critical to practitioners who must be able to recognize symptoms of emotional issues, determine all possible causes, and design protective strategies within their scope of practice, referring to other professionals as appropriate. PRE-REQUISITE: EAD 410 – Attachment in Infancy and Early Childhood CREDIT STATUS: It is a required subject in the Bachelor of Applied Arts – Child Development. PRESCRIBED TEXT(S): See Topical List for Readings Some additional readings will be provided in class EAD 510 Fall 2015 Shawna Lee DEGREE LEVEL LEARNING OUTCOMES Graduates of the Bachelor of Applied Arts Child-Development program will demonstrate the ability to consistently: 1. Analyze and evaluate past and current theories of child development and determine their relevance for application in a variety of child and family programs and services. 2. Plan and implement appropriate and comprehensive individual and group programs and curricula to meet the developmental needs of children and their families in a variety of contexts. 3. Integrate and apply relevant legislation, policies, procedures and regulations in a broad range of early childhood education programs and settings within a changing social context. 4. Make sound judgments using effective critical thinking and problem-solving skills and act according to professional ethics and standards. 5. Demonstrate respect for diversity and fairness in all contexts related to children and their families. 6. Develop programs and services that are responsive to and inclusive of the diverse needs of groups and individuals. 7. Develop and maintain positive, respectful, nurturing and responsive relationships with individual children, groups of children, families, co-workers and the community through effective written, oral, non-verbal, visual, and electronic communication. 8. Plan, communicate and evaluate responses to client needs as part of an interdisciplinary team serving families and young children. 9. Utilize a variety of effective observation techniques and research strategies to pursue best practices and conduct applied research relevant to the field of early child development and family service. EAD 510 Fall 2015 Shawna Lee 10.Plan, develop and implement integrated/effective advocacy strategies in collaboration with colleagues, families and community partners to further the interests of all stakeholders. 11.Examine and reflect upon one’s own practice to assess one’s effectiveness and modify actions/activities accordingly. 12.Demonstrate in depth knowledge, understanding and appreciation of the society and culture in the world, and genre of a traditional liberal arts education. GENERAL LEARNING OUTCOME: Upon successful completion of this required subject, students will be able to support the development of emotional well-being in children in the classroom or in the context of the child’s family. SPECIFIC LEARNING OUTCOMES: Upon successful completion, the student is able to: 1. Identify nine of the developmental capacities a healthy child is expected to achieve, and the context in which they are likely to develop. 2. Summarize and explain the main principles and goals of the nine developmental capacities. 3. Explain the main contributions of resiliency research to the understanding of children’s emotional well being. 4. Explain a range of variables in risk and protective categories and issues related to diagnosis and the appropriate referral to other professionals. 5. Demonstrate understanding of when and how to appropriately refer children with emotional challenges to appropriate therapists. 6. Identify through selected case studies the risk and protective factors operating in children’s lives. 7. Compose a profile of a hypothetically resilient child and justify the choice of characteristics on the basis of current research. 8. Design strategies for the classroom to support the developmental capacities of self-regulation, empathy and problem solving. 9. Design resources for families to support developmental capacity building. TOPICS TO BE COVERED: EAD 510 Fall 2015 Shawna Lee 1. Definition and theories related to key developmental capacities of: attachment; temperament; play and imagination; positive body image; language and communication; positive self-esteem; self-regulation and sense of conscience; concentration and problem solving; and social competence and empathy 2. Research findings related to each capacity 3. Research literature on interaction of risk and protective factors: the child, proximal environmental factors (parenting variables, history and functioning) and distal environmental factors (socio-demographic factors) 4. Concept of resiliency 5. Analysis of issues contributing to poor adaptation in each developmental capacity 6. Growth promoting strategies to support each developmental capacity 7. Approaches in working with families either one-on-one or in groups in promotion of emotional well-being in young children 8. Findings of the NLSCY in relation to the issue of emotional well being in young Canadian children. MODES OF INSTRUCTION: 1. Lectures, seminars 2. Group work 3. Case studies 4. Online instruction EVALUATION STRUCTURE: 1. Research project on resiliency 2. ASQ Case studyies (3) 3. Final Summative exam 350% 350% 340% Please Note: It is the students’ responsibility to keep copies of materials (assignments, etc.) used for evaluative purposes. EAD 510 Fall 2015 Shawna Lee POLICY FOR LATE ASSIGNMENTS: Due Dates and Extensions Due dates for the assignments and other evaluation procedures for each subject are set in class. Requests for extensions must be made to the professor before the due date. Many professors require written requests and approval forms for extensions. Each professor will use their own discretion within the following guidelines: Late assignments may be penalized up to 10% of the grade or one full grade (whichever is less) starting the first day after the assignment is due. Each subsequent week, a further 10% may be deducted starting on the first day of that week. When an assignment grade has been reduced to an F because of late submission, the F grade will be used to calculate the final subject grade but will not prevent the student from passing the subject. For completion of this course ALL assignments must be submitted on time. Any exceptions requests for exceptions require a physician’s note. ~Any outstanding assignments must be submitted during the last scheduled class of the semester~ ATTENDANCE: Absence during scheduled tests and presentations require a medical note. Failure to meet these requirements will result in an F grade. Students are required to notify the professor before the scheduled test or presentation if they are unable to attend. PROFESSIONALISM AND CONFIDENTIALITY: As a student at Seneca College, you are expected to read the College Academic Policy, College Student Handbook and the BCD Student Handbook. CHEATING AND PLAGIARISM: 9. Academic Honesty To continue to graduate high quality students and to sustain our reputation as a leading institution, Seneca must have the highest standards of academic honesty. Academic honesty means that all Seneca College persons will conduct themselves in an honest and trustworthy manner in all aspects of their academic career. Engaging in any EAD 510 Fall 2015 Shawna Lee form of academic dishonesty to obtain any type of academic advantage or credit is an offence under this policy and will not be tolerated by the College. 9.1 Academic Honesty Offenses Offences under this policy include but are not limited to cheating, plagiarism, falsification, impersonation, misrepresentation and procurement. For descriptions and/or specific examples of these academic offences, see Appendix E. 9.2 Plagiarism Plagiarism is defined as using someone else’s work (words, images, ideas, phrases, signatures, or computations) and presenting it as one’s own, instead of properly documenting every source. For specific examples of plagiarism see Appendix E. To support Academic Honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality utilizing software tools and third party services. In submitting their own work to a third party service, students consent to their submissions undergoing such review and being retained in a database for comparison with other work submitted by students. 9.3 Penalties The penalty for a first academic honesty offence is a grade of “0” on the work in which the offence occurred, and will result in a comment being placed on the transcript by the Academic Honesty Committee. The penalty for the second academic honesty offence is an “F” in the subject where the offence occurred, a second comment on the transcript and suspension from the College for a time period determined by the Academic Honesty Committee, normally for a minimum of three (3) semesters. When a student returns to the College, he/she will be placed on Academic Honesty Probation. Any further violation of the Academic Honesty policy will result in College initiated mandatory withdrawal for academic purposes. The student has the right to appeal the decision of the Academic Honesty Committee, consistent with Academic Policy. Evidence will be kept on file. The procedure for dealing with academic honesty offences is found in Appendix E. EAD 510 Fall 2015 Shawna Lee It is every student’s responsibility to familiarize him/herself with the proper procedure for maintaining academic honesty through the various resources beyond the Academic Policy such as the Student Handbook, the Seneca Libraries website at http://library.senecacollege.ca/Academic_Honesty/index.html. Students may seek assistance from Student Services in understanding the policy and procedures for Academic Honesty. 9.4 College Copyright Policy It is the Policy of Seneca College to facilitate access to print, visual, virtual and electronic resources to further academic teaching/learning and operational objectives in accordance with the Copyright Act, Access Copyright's Ontario College Agreement and the Seneca College Copyright Policy. For resources pertaining to issues of copyright, please see: http://www.senecac.on.ca/policies/copyright.html http://library.senecacollege.ca/Copyright/index_students.html or http://library.senecacollege.ca/Faculty/copyright.html (for faculty). APPEALS: 12.1 Academic Appeals A student enrolled in a Seneca College program may appeal any final grade in a subject or any decision by the College, following the recommendation of a Promotion Committee, with respect to the student's academic standing, continuation or status in a program, School, Faculty or the College. It is the policy of the College that a student who invokes this appeal process will be given a fair hearing. Informal Appeal - It is best for both students and the College to resolve differences of opinion quickly and informally. Therefore, a student who is dissatisfied with his/her final grade(s), program status or College status, should discuss the matter with the faculty member(s) who recommended the grade(s) and/or his/her faculty advisor, program coordinator or Chair as soon as possible to see if a mutually satisfactory solution can be reached. Formal Appeal - If the student has been unable to resolve the matter under appeal to his/her satisfaction through the informal appeal process, he/she may file a formal appeal with the College. Assistance may be sought from Counseling or from the Student Services Office. The procedure for appeals is found in Appendix C STUDENTS’ RIGHTS AND RESPONSIBILITIES: EAD 510 Fall 2015 Shawna Lee Your rights and responsibilities as a student are set out in the College Student Handbook. DISCRIMINATION AND HARASSMENT POLICY: All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination / Harassment and shall not be tolerated. Information and assistance are available from the Centre for Equity and Human Rights, (416) 491-5050 ext. 2078. ACCOMMODATION FOR STUDENTS WITH DISABILITIES: The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counseling and Disabilities Service Office at ext. 2900 to initiate the process for documenting, assessing and implementing your individual accommodation needs. EAD 510 Fall 2015 Shawna Lee DATE TOPICC Sept. 7 Labour Day (STATUTORY HOLIDAY) – no class Sept. 14 Sept. 21 EAD 510 LEARNING OUTCOME and CORE LITERACY Introduction to course Review of Assignments and Exam Pre-assessment Group Selection for Research Assignment Group Selection of Topic Developmental Capacities of a healthy child Risk & Resilience Attachment Temperament Stress-Diathesis Models DUE COMPLETED READINGS Ensure you review course outline, topical, and assignment calendar OUTCOMES: Group / Topic Selection for - 9 Developmental Capacities Research of a healthy child Assignment – - Resiliency principles sign up on class wiki. LITERACIES: Individual groups to - Information literacy have own - Ethical reasoning/social working wiki responsibility - Digital literacy Power points and readings will be posted on blackboard unless otherwise specified OUTCOMES: -Resiliency principles -Risk and protection related to diagnosis Burns (2013) LITERACIES: Critical thinking and problem solving Inquiry and analysis Intercultural knowledge and problem solving Fall 2015 Shawna Lee Review In Brief: The Foundations of Lifelong Health found at http://developingchild.harv ard.edu/resources/multime dia/videos/inbrief_series/in brief__the_foundations_of_li felong_health/ (PDF posted on Blackboard) Working Paper #1: Young Children Develop in an Environment of Relationships Optional readings: Belksy & Pluess (2009) Sept. 28 GUEST SPEAKER: Seneca Libraries – “Presenting Awesomely” OUTCOMES: Design resources to support capacity building LITERACIES: Oral Communication Creative Thinking October 5 ASQ Online tutorial, case study, report OUT OF CLASS WATCH – video tutorial of ASQ - SE ASQ SE Overview OUTCOMES: Demonstrate understanding of how and when to refer Compose profile of hypothetical child and justify choice of characteristics LITERACIES Complete online tutorial for ASQ – email questions as necessary. Begin ASQ assignment (due October 19th) Written communication Quantitative literacy Digital literacy ASQ SE Technical Report Emotional Regulation and Developmental Health: Infancy and Early Childhood, READ the following parts of Section 1: General Issues in the Study of Regulation of Emotion How Gene-Environment Interactions Can Shape the Development of Socio-emotional Regulation in Rhesus Monkeys. Stephen J. Suomi, PhD And the following in Section 5. Summary: Abstract Emotional Regulation and Interventions in Infancy and Early Childhood 3. Krakovsky (n.d.) This can be downloaded at http://alumni.stanford.edu/get/page /magazine/article/? article_id=32124 EAD 510 Fall 2015 Shawna Lee Oct. 12 THANKSG IVING Oct. 19 NO CLASS – STATUTORY HOLIDAY Play & Imagination Positive Body Image Positive Self Esteem Introduce Case Study assignment/ASQ-SE CONSIDER – what are you thankful for? Count your gifts OUTCOMES: 9 developmental capacities Risk and protective factors ASQ CASE STUDY DUE LITERACIES: Ethical reasoning, personal and social responsibility Creative thinking Physical Activity Training in Early Childhood Education (Martyniuk & Tucker, 2014) Working Paper #6: Mental Health Problems in Early Childhood Can Impair Learning and Behaviour for Life Optional reading: Fredrickson & Branigan (2005) Oct. 26 Nov. 2 READING WEEK – No Classes Approaches in working with families either one-on-one or in groups in promotion of emotional well-being in young children Please review www.parents2parents.ca website OUTCOMES: Understanding of when and how to refer children to further service Design resources for family to support capacity building Read: The methods and outcomes of cultural adaptations of psychological treatments for depressive disorders: a systematic review. Chowdry (2014) LITERACIES Creative thinking Intercultural knowledge Nov. 9 EAD 510 Presentation: What Happens Fall 2015 Group Shawna Lee Working Paper # 9: Persistent Fear to Learning When Mental Health Problems Begin in Early Childhood? Language & Communication Concentration & Problem Solving Nov. 16 Presentation: Infant Mental Health development and supports Presentation: Social Competence & Empathy Presentation: Understanding Temperament Nov. 23 Nov. 30 EAD 510 Summative test review Presentation: Understanding the Connection between Emotional Development and Brain Development Presentation: Understanding Regulation in Young Children Self-Regulation and Sense of Conscience Reflection of each of the Best Practice Guidelines Summative test Concentration & Problem Solving Presentations and Papers Due Presentation: Social Competence & Empathy Group Presentations and Papers Due Presentation: Understanding Temperament Presentation: Infant Mental Health Small Group Activity: House of Cards Group Approaches in Presentations working with families and papers due either one-on-one or in groups in promotion of emotional well-being in young children Fall 2015 Shawna Lee and Anxiety Can Affect Young Children’s Learning and Development. found at www.developingchild.harvard Please review www.parents2parents.ca website Dec. 7 Final reflections and what it means to be moving on to 6th semester Dec. 10-16 Final reflections/exam review Exam review using Socrative ‘Space Race’ EXAM WEEK This topical is subject to change depending on group presentations EAD 510 Fall 2015 Shawna Lee